SIMDACA MOOV (middle)
Last changed: 07/09/2019 4:28pm
| 6 , 7 , 8 | Phy. Education Music Dance Theatre Visual Art |
| Dance | Social Studies |
| Arts/PE Program | Alignment |
| 2 | 60 min |
| In-School Workshop | Intended for individual classes to experience separately. |
| All year | |
| $250 | 0 |
| no | Phone , Other , Email |
| Music and speakers, choreography, props (as needed) | |
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Large space for energetic movement. Electrical outlet and speakers, if possible. Program may also need, copies of Study Guide. Colored Pencil or markers, colored construction paper, projector. This is an overall idea of what may be needed, however Chefi will communicate her specific need prior to workshop. |
A large space such as gym, auditorium or cleared classroom |
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I CAN breakdown dance move to small and large group of students. I can understand the history of each dance move learn during workshop I can demonstrate the art of dance to be creative and happy I can tell the difference between each dance move and locate its origin from any region in Africa. I can confidently express myself through SIMDACA MOOV |
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Day 1: Introduction Student will be greeted and taught how to greet in a native language of the dance move performed or taught. Students will then participate through call and response . Students will learn the importance of the use of some of their body parts in African dance and demonstrate basic movements across the floor for African dance piece. Day 2: Greeting in Native Language based on the type of dance move that will be performed on that day. Students will be led through a warm up and stretching routine. Students will learn a quick Hip Hop move which originated from Africa. Introduce the song the students will perform on, and give a preview of the entire dance lesson and teach the routine where the whole group will participate. Some students will be asked to demonstrate what they have learned during the workshop. |
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| Wear comfortable clothes as in in gym because there will be a lot of movement. Students should be hydrated before class and after. | |
| Volunteers are welcome to participate. | |
Grade 6 |
| Grade 6: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. |
| Grades 6: GEOGRAPHY: Human-Environment Interactions: Places, Regions, and Culture: 6-7.4: Analyze the cultural and environmental characteristics that make places both similar to and different from one another. |
| Grade 6: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Use the internal body force created by varying tensions within one’s musculature for movement initiation and dynamic expression. Distinguish between bound and free-flowing movements and appropriately apply them to technique exercises and dance phrases. |
Grade 7 |
| Grade 7: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. |
| Grades 7: GEOGRAPHY: Human-Environment Interactions: Places, Regions, and Culture: 6-7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another. |
| Grade 7: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Compare and contrast movement characteristics from a variety of dance genres or styles. Discuss specific characteristics and use adverbs and adjectives to describe them. Determine what dancers must do to perform them clearly. |
Grade 8 |
| Grade 8: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. |
| Grade 8: GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture 8.2 Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places. |
| DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements. |
